Perceived Changes in Teachers' Knowledge and Practice: The Impact on Classroom Teachers from Leader Participation in Whole-School Reform of Mathematics Teaching and Learning [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (40th, Melbourne, Victoria, Australia, 2017).

Autor/inn/en	Roche, Anne; Gervasoni, Ann
Institution	Mathematics Education Research Group of Australasia
Titel	Perceived Changes in Teachers' Knowledge and Practice: The Impact on Classroom Teachers from Leader Participation in Whole-School Reform of Mathematics Teaching and Learning [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (40th, Melbourne, Victoria, Australia, 2017).
Quelle	(2017), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary School Teachers; Administrator Role; Principals; Teaching Methods; Knowledge Level; Professional Development; Educational Change; Mathematics Instruction; Participation; Program Effectiveness; Mathematics Teachers; Foreign Countries; Catholic Schools; Australia + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Principal; Schulleiter; Teaching method; Lehrmethode; Unterrichtsmethode; Wissensbasis; Bildungsreform; Mathematics lessons; Mathematikunterricht; Teilnahme; Mathematics; Mathematik; Ausland; Katholische Schule; Australien
Abstract	Thirty primary classroom teachers quantified perceived changes in their practice and knowledge attributed to their school leaders' participation in a six-day course focused on leaders designing and implementing a whole-school reform of mathematics teaching and learning, and the school-based professional learning that followed. The project and framework underpinning the reform are outlined, and the teachers' reported changes in pedagogical practices are described. Teachers identified many changes in pedagogy and growth in knowledge. Not surprisingly, changes in pedagogical practices were even greater for specialist mathematics teachers who had also participated in a separate six-day course. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01